As part of our process of designing competencies and rubrics, we have banded competency statements and rubrics throughout specific grade levels bands. For example, a science competency for 6th through 8th grade are the same essential competency statement. The reason for this is that mastery of learning happens over time as knowledge and skills are developed and applied in different contexts. 

Consider the following science competency:  

Academic Competency 1: SCI 6-8.1 

Learners will be able to plan and carry out investigations to answer student-driven questions about phenomena (real-life observations).

Learners can conduct investigations through different studies of science such as earth science, life science, and physical science. Competencies are learned and applied over time, across disciplines, and are assessed in a developmental way as learning progresses. Their level of understanding and ability to dive more deeply each time they conduct an investigation provides opportunities for staff and learners to add depth, richness, and complexity in their learning.

This is a very natural approach to learning and similar to an individual learning to play a musical instrument. Over time, the level of technical skill is likely to increase and the application of a musician's learning is applied in multiple contexts such as individual performances, small group settings, and large group ensembles. Application using different styles of music also provides opportunities for a developing musician to explore with depth and congnitive complexity. Learning is much more than a set of singular, separated experiences.